what’s the smallest thing you knows the smallest thing... · world around them. in addition,...

NNIN Nanotechnology Education

National Nanotechnology Infrastructure Network www.nnin.org Copyright Georgia Institute of Technology 2012 Permission granted for printing and copying for local classroom use without modification Developed by Joyce P. Allen Development and distribution partially funded by the National Science Foundation

NNIN Document: NNIN-1310 Rev: mm/yy

Teacher’s Preparatory Guide

What’s the Smallest Thing You Know? Purpose:

The purpose of this lesson is to encourage students to think about the size of objects through the

use of literature and mathematics.

Time required:

2 class 50 minute class periods

Level:

Elementary K- 5th grade (Suggested level of the book is for grades 1-6)

Teacher Background:

Nanoscale Science and Engineering (NSE) is defined as the understanding and control of matter

at dimensions between 1 and 100 nanometers, where unique phenomenon enable novel

applications. The emerging fields of nanoscience and nanotechnology promise to have extensive

implications for all of society. In the book The Big Ideas of Nanoscale Science and Engineering:

A Guidebook for Secondary Teachers (BI) size and scale is considered to be one of the “big

ideas” which represent the basic science content necessary to the understanding of nanoscale

science and engineering. Much of the understanding of size and scale, scaling and

proportionality, and shape that students need to understand in grades 7-12 begin in the

elementary years. This lesson is designed to lay the foundations for this understanding by

providing activities focused on size and scale.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

(FK-12SE) indicates that students at all grade levels should be able to ask questions about the

texts they read and the features of the phenomena they observe. Reading a book about objects

students may not be familiar with is a good way to help students think and question about the

world around them.

In addition, FK-12SE states that at the elementary level, students need support to recognize the

reason to record observations- whether in drawings, words, or numbers. Increasing student

familiarity with the role of mathematics in science is central to developing a deeper

understanding of how science works. As soon as students learn to count, they can begin using

numbers to find or describe patterns in nature by using instruments such as rulers, protractors,

and thermometers.

The importance of mathematics is supported by the National Science Education Standards

(NSES) for K-4: Content Standard A for Science as Inquiry to use simple equipment and tools

to gather data; Physical Science Content Standard B which includes properties of objects and

materials; Life Science Content Standard C which includes understanding of the characteristics

of organisms.


NNIN Document: NNIN-1310 Rev: 10/2012

The book What’s Smaller Than A Pygmy Shrew? by Robert E. Wells helps students see that a

pygmy shrew is among the tiniest of mammals and that a ladybug is even smaller. But in the

book, they will also find even smaller things that they ordinarily do not see. This is the

beginning of understanding students must have to be able to conceptualize the behavior of matter

at the nanoscale and the tools used to explore this world.

Materials: For each student or pair of students

Book- What’s Smaller Than A Pygmy Shrew by Robert E. Wells (only one copy needed

per class)

Size sorting cards (in appendix)

Card Stock Ruler cut apart (pattern included in appendix)

Reference materials

Paper tape or string

Advance Preparation:

This lesson can be conducted as a teacher led lesson or as a learning center. Below are the

advance prep needed for both methods.

Purchase book or obtain from media center

Print and cut size sorting cards and place in small zip loc bags

Print rulers on card stock

Make arrangements to use media center if doing optional activity

Gather materials for students to draw with such a colored pencils, crayons, or markers.

If doing the lesson as a learning center you must:

Obtain a container for center

Print, laminate, and cut apart the Instruction for Center cards located at the end of lesson.

Put into the center container the following materials:

o Station 1- colored pencils, markers, crayons

o Station 2- set of size soring cards in small zip loc bag

o Station 3- A 3.5 meter long piece of string

o Station 4- Copy of ruler located at the end of lesson

o Station 5-Copy of ruler located at the end od lesson

o Station 6- Colored pencils, markers, crayons

Safety Information:

Make sure that students who are using resources in the media center follow media center

and school policies.

Directions for the Activity:

Have students draw the largest and smallest objects they can think of.

Read to the class the book What’s Smaller Than A Pygmy Shrew?.



Distribute size sorting cards and have students line cards up from largest object to

smallest object. Teacher can use this as a time to work on the development of terms such

as: bigger, smaller, bigger than, smaller than, large, small, length, etc.

Have students look at the card containing the picture of the elephant and tell them that the

African Savanna Elephant, the largest of all elephants, is the largest land animal, with

males standing 3.2 metres (10 ft) to 4 metres (13 ft) at the shoulder. (If possible have a

strip of paper taped to the wall that shows how tall that is. If the ceiling is not high

enough measure that distance on the floor). Let students take turns standing next to this

strip of paper or laying on floor next to the strip to compare their size to the size of an

elephant.

Ask students to look at their cards and discuss which object is the smallest. Ask students

if there is anything in the classroom that would be the same size as that object. (This

would be an opportunity for the teacher to discuss that all the objects in the classroom are

made up of smaller objects called atoms and molecules and that these are made up of

even smaller things called electrons, protons, neutrons and quarks as was mentioned in

the book. You might want to use a visual aid to help students understand that large

objects contain small objects. Examples might be a book contains pages, which contain

words, that contain letters or have a box that when you open it has smaller and smaller

boxes).

Have the students suggest objects in the classroom that they think would be the same

“length” as the pygmy shrew. List these on the board.

Distribute inch block rulers (included in appendix). Discuss with students that three of

the squares would be the same length as a pygmy shrew. Have students measure with

their block rulers the objects that they suggested would be the same size as the pygmy

shrew.

As a class decide on an object that comes closest to being the size of a pygmy shrew.

Distribute the inch part of ruler and have students draw a line that would be three inches

long.

Tell students that you can use other things to measure with besides the inch ruler. Ask

them to suggest some other things that they might measure this length with. (Suggestion

could include: their fingers, the easer on their pencil, length of paper clip). List these on

the board and have students pick one and measure the line using this method.

Distribute the centimeter and nanometer part of the ruler. Have students measure the 3

inch line that they drew. Discuss with students that centimeters and nanometers are other

ways to measure the length of an object. Discuss with students which unit would be best

to measure really small objects. (You may also want to talk about other units such as

millimeters or show the SI units of measurement)

Have students complete student extension worksheet. (optional located in appendix)

Have students again draw the largest and smallest object they know after having learned

more about size and scale. Have students compare their original drawings to their final

drawings and discuss any differences that they suggest.



Student Worksheet when using Learning Center (suggested answers in red)

What’s the Smallest Thing You Know?

Introduction to lesson

Measuring an object or assigning a numerical value to the

length or height of an object allows you to compare one

object’s size to another object’s size. Starting with station 1

you will use the material in each pocket to complete the

instructions included with the station. Include answer on

your worksheet when instructed to do so.

Procedure:

Station1:

Smallest Object Largest Object

May include any small object

May include any large object

Name of object

Name of object

Station 2:

Largest Object to Smallest Object

__elephant________, __pygmy shrew________, ___paramecium_______,

____amoeba______, ___bacteria_______, ____Water molecule______,

__Atom________

Question 3: Which object is smaller than bacteria? ___water molecule or

atom_____________________

Which object(s) is/are larger than the pygmy shrew ____elephant__

Materials

Station 1- Crayons, markers

Station 2- Size Sorting Cards

Station 3-3.5 meter long string

Station 4-Inch/centimeter/

nanometer ruler

Station 5-Inch/centimeter/

nanometer ruler

Station 6-crayons, markers



Station 3:

What is something that would be the same size as an elephant? __Example answers might

include a car or bus___________________

Would you be able to get an elephant in your classroom? __No_______ Why or why

not?__To big to get through door___________________________

What was the smallest object in your cards?___Atom______________

Can you find this object in your classroom?___yes_______________ If so where?_Make

up everything in classroom______________

Station 4:

Draw a line 3 inches long below:

Would draw a line three inches long___________________________

What is an object in your classroom that would be the same size as the line you just

drew? __Example might be a pencil, a crayon

___________________

Length of the line you drew in centimeters ___7.6 cm____________ and nanometers

_______________.

Station 5:

Object 1 name_________________ Length________These would depend on what they

choose _______

Object 2 name_________________Length_______________

Object 3 name_________________Length ______________

Object 4 name ________________Length ______________

Why did you measure these objects using the measurement that you did (inches,

centimeters, or nanometers)? ____Answers will vary_________________



Station 6:

Smallest Object Largest Object

Atom or water molecule

Elephant

Name of object

Name of object

Assessment and rubrics:

Assessment of this activity can be determined by the pre and post drawing that the students

produce. Determine if they have changed the large and small objects that they originally drew to

even larger and smaller scaled objects. Or, you may have students complete the extension

activity.

Cleanup:

Cleanup will include putting up drawing materials, size sorting cards, and measuring devices.

Resources:

Stevens, S., Sutherland, L.; and Krajcik, J., The Big Ideas of nanoscale Science and

Engineering: A guidebook for Secondary Teachers, NSTA Press, 2009

Wells, R. What’s Smaller Than A Pygmy Shrew? ,Albert Whitman & Company, 1995.

A framework for k-12 Science Education: Practices, Crosscutting concepts, and core

Ideas , The National Academies Press , 2011

Sources of images for cards:

Elephant

http://www.telegraph.co.uk/news/newstopics/howaboutthat/1952452/Swiss-couple-on-safari-

has-close-encounters-of-the-elephant-kind.html

Pygmy Shrew

http://www.flickr.com/photos/sam2cents/512599584/

Lady bug

http://naturescrusaders.wordpress.com/2009/05/04/ladybug-goo-best-offence-is-best-

defense/ladybug-2/

Amoeba

http://www.biologyjunction.com/protozoan_notes_b1.htm

Paramecium

http://kersteaheartsbio.blogspot.com/2008/12/protists.html

Bacteria

http://sustainabledesignupdate.com/2007/11/409/

http://www.telegraph.co.uk/news/newstopics/howaboutthat/1952452/Swiss-couple-on-safari-has-close-encounters-of-the-elephant-kind.html

http://www.telegraph.co.uk/news/newstopics/howaboutthat/1952452/Swiss-couple-on-safari-has-close-encounters-of-the-elephant-kind.html

http://www.flickr.com/photos/sam2cents/512599584/

http://naturescrusaders.wordpress.com/2009/05/04/ladybug-goo-best-offence-is-best-defense/ladybug-2/

http://naturescrusaders.wordpress.com/2009/05/04/ladybug-goo-best-offence-is-best-defense/ladybug-2/

http://www.biologyjunction.com/protozoan_notes_b1.htm

http://kersteaheartsbio.blogspot.com/2008/12/protists.html

http://sustainabledesignupdate.com/2007/11/409/



Water molecule

http://commons.wikimedia.org/wiki/File:Water_molecule_2.svg

Water molecule showing atoms

http://www.webbofscience.com/2009/06/06/molecule-of-the-week-water/

Picture of a Quark

http://newscenter.lbl.gov/feature-stories/2005/10/27/closing-in-on-the-elusive-glueball/

To learn more about nanotechnology, here are some web sites with educational resources: http://education.nin.org

www.molecularium.com

http://pbskids.org/dragonflytv/nano/index.html

http://nanozone.org/

National Science Education Standards

K-4:

Content Standard A for Science as Inquiry - use simple equipment and tools to gather data;

Physical Science Content Standard B- includes properties of objects and materials

Life Science Content Standard C- understanding of the characteristics of organisms.

National Council of Teachers of Mathematics Measurement Standards

Pre-K-2 Expectations: In pre-K through grade 2 all students should

Recognize the attributes of length, volume, weight, area, and time;

Compare and order objects according to these attributes;

Understand how to measure using nonstandard and standard units

Grades 3-5 Expectations: In grades 3-5 all students should

Understand such attributes as length, area, weight, volume, and size of angle and

select the appropriate type of unit for measuring each attribute;

Understand the need for measuring with standard units and become familiar with

standard units in the customary and metric systems;

Carry out simple unit conversions, such as from centimeters to meters, within a

system of measurement.

http://commons.wikimedia.org/wiki/File:Water_molecule_2.svg

http://www.webbofscience.com/2009/06/06/molecule-of-the-week-water/

http://newscenter.lbl.gov/feature-stories/2005/10/27/closing-in-on-the-elusive-glueball/

http://education.nin.org/

http://www.molecularium.com/

http://pbskids.org/dragonflytv/nano/index.html

http://nanozone.org/



Appendix:

Size Sorting Cards

Elephant

Pygmy Shrew

Atom

Bacteria



Water Molecule

Amoeba

Paramecium



Because this is a copy you will need to enlarge the ruler so that it is the correct size.



Extension Activity

Student Worksheet (suggested answers in red)

What is the smallest thing that you know?

Introduction to lesson:

Measuring an object or assigning a numerical value to the

length or height of an object allows you to compare one

object’s size to another object’s size. In this activity, you

will be using measurement of length or height to compare the

objects mentioned in the book.

Procedure:

1. Using reference material fill in the following information for the objects

below:

African Savannah Elephant

Average height of male elephants ___10 to 13 __________ feet

Average age when they reach adulthood __20__________years

Two interesting facts about elephants that you did not know:

1. Answers will vary

2.

Source of answers provided_____Answer will vary______________________

American Pygmy Shrew

Length of a pygmy Shrew including its tail ____3-5_______ inches

Average weight _____2-4_______grams

Where is the Pygmy Shrew usually found in North America _____________

_Alaska, Canada, Northern United States through Appalachian Mountains

Source of answers provided ______answers will vary___________

Ladybug

Range in length from __.04______ inches to ______.4_____inches

Why do scientist increasingly refer to these insects as ladybird beetles or lady

beetles?_______________Because they are not true bugs______________

Source of answers provided _____________Answers will vary____________

Materials

Reference material

located in media

center or online



Amoeba

Average length of an amoeba is ___0.3_______ mm to __0.6________mm

Why does this length vary?_____Only has cell membrane that changes shape__

The amoeba was first discovered by__August Joham Rosel von Rosenhof___

Source of answers provided__________Answers will vary___________

Paramecium

Average length of a paramecium is __0.07______mm to ____0.35_______mm

Paramecium are covered by small hair like projections called _____cilia_____

which help the paramecium __________move and gather food________

Source of answers provided __________Answer will vary__________________

Bacteria

Average length of bacteria is _______.0002___ mm to ____.005_______mm

Bacteria can range in shape from __spheres__, ___rods__, and __spirals____

Bacteria were first observed by ___Antonie von Leeuwenhoek_ using a single-

lens microscope of his own design.

Source of answers provided ___Answers will vary__________

Atom

Diameter of atoms can vary from _____0.1____nm to _____0.5_____nm

The atom is the basic unit of ______matter_______________.

Atoms are made up of _protons_, _neutrons_, _electrons__,

and _quarks___.

Source of answers provided___________answers will vary___________

Analysis:

Convert the following

1. Your elephant height in feet to meters

1 meter = 3.28 feet so 10 feet / 3.28 ft/m = 3.05 meters

2. Your Pygmy Shrew length from inches to centimeters

1 inch = 2.54 centimeters so 3 inches x 2.54 cm/in = 7.62 centimeters

3. Your ladybug length from inches to centimeters

1 inch = 2.54 centimeters so .04 inches x 2.54 cm/in = .1016 cm

4. How much larger than the Pygmy Shrew is the elephant (set up a ratio)

Elephant 1 m = 100 cm so 3.05 meters x 100 = 305 centimeters so

Elephant/pygmy shrew = 305 cm/7.62cm means elephant is about 40

larger than Pygmy Shrew

5. Which is larger the average length of an amoeba or the average length of a

Bacteria? Amoeba

Bonus: How much larger is the average bacterium than an atom?

Bacterium 1 mm = 1 000 000 nm so .0002 mm x 1 000 000= 200 nm

Bacterium/ atom so 200 nm/.1 nm = 200 times larger



Draw Conclusions:

What is the largest object that you know? Answers will vary

What is the smallest object that you know? Answers will vary

what’s the smallest thing you knows the smallest thing... · world around them. in addition,...

Documents